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CA 301 Interpersonal Communication II
Hopkins-Chery, Sarah Donna


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

CA 301 Interpersonal Communication II

Semester

F1T 2011 DL

Faculty

Hopkins-Chery, Sarah Donna

Title

Adjunct Faculty of Communication Arts

Degrees/Certificates

M.A. Communication and Leadership
B.A. w/ Honors Psychology

Other Phone

314-471-5368

E-Mail

sarah.hopkins@park.edu

Semester Dates

F1T 2011

Class Days

TBA

Prerequisites

None

Credit Hours

3


Textbook:
Wood, J. T.  (2004 or latest edition).  Communication theories in action: An introduction.  Belmont, CA: Wadsworth.

Braithewaite, D. O., & Wood, J. T. (2000 or latest edition).  Case studies in interpersonal communication processes and problems.  Belmont, CA: Wadsworth.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Wood text companion site for each chapter Quiz, Try-It-Outs application assignments, and other learning activities.  These activities can be completed online or onground according to your professor's instructions:   

http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=0534566391&discipline_number=48

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
CA301 Interpersonal Communication II: A study of the nature of and problems in communication. Areas of study include: mental process in communication, perception, content, amount of communication, interpersonal and task behaviors, norms, conflict, creativity, touch, distance, time usage, manipulation of environment, intervention, attitude change and opinions, and how communication fosters attraction, productivity and leadership. The course focuses on the development of a framework for analyzing the various approaches to interpersonal communication. Prerequisite: CA104. 3:0:3 @

Educational Philosophy:

The Communication Arts Department at Park University combines theoretical learning, skills mastery, and practical experience for students.

Learning Outcomes:
  Core Learning Outcomes

  1. Upon successful completion of this course the student should be able to: 1. Summarize the philosophical roots of the field and the history of the field.
  2. Compare and contrast various approaches to studying interpersonal communication.
  3. Explain how we define ourselves as communicators.
  4. Create a model of relational development and dissolution.
  5. Illustrate how verbal and nonverbal communication affects relationships.
  6. Evaluate different communication strategies for relational maintenance and repair.
  7. Explain the influence of the social context on relationships.
  8. Evaluate perception's influence on interpersonal communication.
  9. Explain the role of listening and self-disclosure on relationships.
  10. Evaluate the different strategies for dealing with conflict.
  11. Explain barriers to communication and how to overcome them.
  12. Assess your own communication strengths and weaknesses and develop a plan for improvement.


Core Assessment:

Minimum Requirements:  The core assessment for CA301 Interpersonal II will be a portfolio which


-Includes a variety of student assignments designed to show student mastery of at least eight (75 percent) of the core learning objectives for the course. 


-Includes an eight to ten-page research based paper that utilizes a minimum of eight sources. 


-Includes at least one assignment that requires students to analyze the communication in a relationship (a case study of real or simulated interpersonal communication).


-Includes at least one assignment that illustrates student understanding of intercultural differences in values and communication and how that affects relationships.


-Includes at least one assignment assessing their own communication strengths and weaknesses and develop action plans to improve weak areas.


-Includes tests to illustrate knowledge of the philosophical roots of communication and the history of the field.


-Must not be assembled before the last quarter of the course although it may contain work done as the semester progress, such as journals.


-Emphasizes activities associated with the ability to think critically and communicate effectively. 


-Must be transmitted to the instructor in electronic form.

Link to Class Rubric

Class Assessment:
60% Minor Assignments, which may include participation, quiz grades, Try-It-Outs, and other assignments.

20% Action Research Project

20% Portfolio (Core Assessment).  

Grading:

90-100 A
80-89.99 B
70-79.99 C
60-69.99 D

Late Submission of Course Materials:
Please submit assignments on time or make ADVANCE arrangements with your professor.

Classroom Rules of Conduct:
Students are expected to submit their work on time and to actively engage in course learning.  Because of potentially sensitive topics, students will want to communicate in ways that show respect for different points of view.

Course Topic/Dates/Assignments:

 

Quick Overview

16 Week Format

Week of

8 Week Format

Wood Chapter Reading

B & W Cases

Written Assignment Due Each Week

1 Interpersonal Communication as a Field of Study

1 Interpersonal Communication as a Field of Study

Skim webpage & course materials

Read Chapter 1

Read Case 1.

2 Relating Theory to Interpersonal Communication

2 Relating Theory to Interpersonal Communication

Read chapter 2

Read Case 2 & 10.

Chapter 1 quiz and one Try It Out assignment.  Add quiz results and the Try-It-Out to portfolio.

3 Building and Testing Theory in Interpersonal Contexts

2 Building and Testing Theory in Interpersonal Contexts

Read chapter 3

Read Case 3.

Chapter 2 quiz and one Try It Out assignment.  Add quiz results and the Try-It-Out to portfolio.

4 Language and Symbols

3 Language and Symbols

Read chapter 4

Read Case 4.

Chapter 3 quiz and one Try It Out assignment.  Add quiz results and the Try-It-Out to portfolio.

5 Symbolic Interaction

3 Symbolic Interaction

Read chapter 5

Read Case 5 & 8.

Chapter 4 quiz and one Try It Out assignment.  Add quiz results and the Try-It-Out to portfolio.

6 Impression Management

4 Impression Management

Read chapter 6

Read Case 6.

Chapter 5 quiz and one Try It Out assignment.  Add quiz results and the Try-It-Out to portfolio.

7 Constructing Meaning

4 Constructing Meaning

Read chapter 7

Read Case 11 & 12.

Chapter 6 quiz and one Try It Out.  Add quiz results and the Try-It-Out to portfolio.

8 Relational Dialectics

5 Relational Dialectics

Read chapter 8

Read Case 7.

Chapter 7 quiz and one Try It Out assignment.  Add quiz results and the Try-It-Out to portfolio.

 9 Relational Evolution

5 Relational Evolution

Read chapter 9

Read Case 13.

Chapter 8 quiz and one Try It Out assignment.  Add quiz results and the Try-It-Out to portfolio.

10 Culture

6 Culture

Read chapter 10

Read Case 14.

Chapter 9 quiz and one Try It Out assignment.  Add quiz results and the Try-It-Out to portfolio.

11 Media influences on Interpersonal Communication

6 Media influences on Interpersonal Communication

Read chapter 11

Read Case 15.

Action Research Project Due!

12 Gender

7 Gender

Read chapter 12

Read Case 17.

Portfolio Due!

13 Applying Theory to Interpersonal communication Practice

N/A

Read chapter 13

Read Case 18.

Oral Presentation on Action Research Report

14

N/A

Read chapter 14

Additional cases.

15

N/A

Additional cases.

16

Final Exam as scheduled.

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2011-2012 Undergraduate Catalog Page 93

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 96

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Portfolio assignments synthesize information from the text and more than eight additional sources. Portfolio assignments synthesize information from text and eight additional sources. Portfolio assignments synthesize information from seven or fewer sources and the text. Portfolio assignments show no evidence of additional sources. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Portfolio assignments analyze stages/elements of all communication concepts illustrated in the assignment and identify motives, causes and effect of the communication. Portfolio assignments analyze stages/elements of all communication concepts illustrated in the work. Portfolio assignments fail to analyze stages/elements of all communication concepts illustrated in the work or have more than two factual errors. Portfolio assignments fail to analyze stages/elements of communication concepts. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Portfolio assignments evaluate the communication strategies used in a given situation in terms of successfulness and usefulness and offers suggestions for improvement of strategy selection. Portfolio assignments evaluate the communication strategies used in a given situation in terms of successfulness and usefulness. Portfolio assignments only evaluate the communication strategies used in a given situation  in terms of successfulness OR usefulness OR have more than two factual errors. Portfolio assignments fail to evaluate communication strategies. 
Terminology                                                                                                                                                                                                                                                
Outcomes
1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Portfolio demonstrates a consistent use of more than eight concepts/terms associated with interpersonal communication. Portfolio demonstrates a consistent use of six to eight concepts/terms associated with interpersonal communication. Portfolio demonstrates a consistent use of fewer than six concepts/terms associated with interpersonal communication or has more than two factual errors. Portfolio fails to demonstrate the student's ability to use the  terminology of interpersonal communication. 
Concepts                                                                                                                                                                                                                                                   
Outcomes
1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Portfolio defines more than eight concepts associated with interpersonal communication in the student's own words. Portfolio defines eight communication concepts in the student's own words. Portfolio relies on textbook definitions of communication concepts, or defines fewer than eight concepts in the student's own words, or has more than two factual errors. Portfolio fails to define communication concepts. 
Application                                                                                                                                                                                                                                                
Outcomes
1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Portfolio applies more than eight learned concepts to a given communication situation and explains the elements that need to be altered for communication to be more effective. Portfolio applies eight learned concepts to a given communication situation. Portfolio applies fewer than eight concepts to a given communication situation, or has more than two factual errors. Portfolio fails to apply learned concepts to a given communication situation. 
Whole Outcome                                                                                                                                                                                                                                              
Outcomes
1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
The portfolio demonstrates the student's achievement of more than eight of the competencies with no more than one to three errors in writing conventions. The portfolio demonstrates the student's achievement of eight of the competencies with no more than three to six errors in writing conventions. The portfolio demonstrates the student's achievement of seven or fewer competencies with no more than six to eight errors in writing conventions. Portfolio fails to demonstrate the student's achievement of  competencies and/or includes more than eight errors in writing conventions. 
Component Outcome                                                                                                                                                                                                                                          
Outcomes
1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Single components/assignments of the portfolio demonstrate the student's integration and mastery of multiple objectives beyond what was necessary for the assignment. Single components/assignments of the portfolio demonstrate the student's mastery of the objective necessary for the assignment. Single components/assignments of the portfolio demonstrate the student's partial mastery of the objective necessary for the assignment. Single components/assignments of the portfolio do not demonstrate the student's mastery of the objective necessary for the assignment. 
Knowledge of roots and history of field-                                                                                                                                                                                                                   
Outcomes
1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The portfolio demonstrates the student's knowledge of the philisophical roots and history of the communication field by achieving scores of more than 80 percent on all exams. The portfolio demonstrates the student's knowledge of the philisophical roots and history of the communication field by achieving scores of 75-80 percent on all exams. The portfolio demonstrates gaps in the student's knowledge of the philisophical roots and history of the communication field illustrated by scores of  60-75 percent or less on all exams. The portfolio does not demonstrates the student's knowledge of the philisophical roots and history of the communication field because student achieved less than 60 percent on most exams. 
Assessment of personal strengths, weaknesses and plans for improvement                                                                                                                                                                                     
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The portfolio demonstrates the student's analysis of personal strengths and weaknesses and offers goals that are specific, measurable, attainable, realistic, and tangible. The portfolio demonstrates the student's analysis of personal strengths and weaknesses and offers a plan that identifies several goals and how they will achieve them. Portfolio demonstrates only two of the following: analysis of strengths, weaknesses, plan for improvement. Portfolio demonstrates only one of the following: analysis of strengths, weaknesses, plan for improvement. 

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Last Updated:7/31/2011 4:42:45 PM